Student Outcomes From a Large-Enrollment Introductory Course-Based Undergraduate Research Experience on Soil Microbiomes by Stanley M. Lo, Stanley M. Lo, Stanley M. Lo, Bryan D. Le

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Constructing biology education research identities: a duoethnography by Rou-Jia Sung, Emily A. Holt, Stanley M. Lo, Stanley M. Lo

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A Modified CREATE Intervention Improves Student Cognitive and Affective Outcomes in an Upper-Division Genetics Course by Stanley M. Lo, Tiffany B. Luu, Justin Tran

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Chromatin modification by PSC occurs at one PSC per nucleosome and does not require the acidic patch of histone H2A. by Stanley M Lo, Kyle A McElroy, Nicole J Francis

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Characterizing the University of California's tenure-track teaching position from the faculty and administrator perspectives. by Ashley Harlow, Stanley M Lo, Kem Saichaie, Brian K Sato

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Stakeholder perspectives on hiring teaching-focused faculty at research-intensive universities by Ashley N. Harlow, Natascha T. Buswell, Stanley M. Lo, Brian K. Sato

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Limited or complete? Teaching and learning conceptions and instructional environments fostered by STEM teaching versus research faculty by Veronika Rozhenkova, Lauren Snow, Brian K. Sato, Stanley M. Lo, Natascha Trellinger Buswell

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We Can’t Fail Again: Arguments for Professional Development in the Wake of COVID-19 by Lisa L. Walsh, Robert J. Bills, Stanley M. Lo, Emily M. Walter, Benjamin E. Weintraub, Michelle D. Withers

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A case study of a novel summer bridge program to prepare transfer students for research in biological sciences by Austin L. Zuckerman, Ashley L. Juavinett, Eduardo R. Macagno, Brenda L. Bloodgood, Terry Gaasterland, David Artis, Stanley M. Lo

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Moving towards More Diverse and Welcoming Conference Spaces: Data-Driven Perspectives from Biology Education Research Scholars by Mike Wilton, Paloma Vargas, Luanna Prevost, Stanley M. Lo, James E. Cooke, Logan E. Gin, Mays Imad, Sumitra Tatapudy, Brian Sato

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Characterizing Biology Education Research: Perspectives from Practitioners and Scholars in the Field by Jeremy L. Hsu, Audrey Chen, Eduardo Cruz-Hinojoza, Duyen Dinh-Dang, Elizabeth A. Roth-Johnson, Brian K. Sato, Stanley M. Lo

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Predicting implementation of active learning by tenure-track teaching faculty using robust cluster analysis by Kameryn Denaro, Petra Kranzfelder, Melinda T. Owens, Brian Sato, Austin L. Zuckerman, Rebecca A. Hardesty, Adriana Signorini, Andrea Aebersold, Mayank Verma, Stanley M. Lo

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Chronicling the Journey of the Society for the Advancement in Biology Education Research (SABER) in its Effort to Become Antiracist: From Acknowledgement to Action by Miriam Segura-Totten, Bryan Dewsbury, Stanley M. Lo, Elizabeth Gibbons Bailey, Laura Beaster-Jones, Robert J. Bills, Sara E. Brownell, Natalia Caporale, Ryan Dunk, Sarah L. Eddy, Marcos E. García-Ojeda, Stephanie M. Gardner, Linda E. Green, Laurel Hartley, Colin Harrison, Mays Imad, Alexis M. Janosik, Sophia Jeong, Tanya Josek, Pavan Kadandale, Jenny Knight, Melissa E. Ko, Sayali Kukday, Paula Lemons, Megan Litster, Barbara Lom, Patrice Ludwig, Kelly K. McDonald, Anne C. S. McIntosh, Sunshine Menezes, Erika M. Nadile, Shannon L. Newman, Stacy D. Ochoa, Oyenike Olabisi, Melinda T. Owens, Rebecca M. Price, Joshua W. Reid, Nancy Ruggeri, Christelle Sabatier, Jaime L. Sabel, Brian K. Sato, Beverly L. Smith-Keiling, Sumitra D. Tatapudy, Elli J. Theobald, Brie Tripp, Madhura Pradhan, Madhvi J. Venkatesh, Mike Wilton, Abdi M. Warfa, Brittney N. Wyatt, Samiksha A. Raut

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